WHANGANUI HIGH SCHOOL POLICY
Policy No: 5.1 (NAG 5)
HEALTH and SAFETY INTRODUCTION
1
The good health and safety of students, staff and visitors to the School is of paramount importance in terms of the daily operation of the various activities and functions which take place on the Whanganui High School site.
OBJECTIVES
1
To ensure that the School is a safe and healthy place of work for staff, students and visitors.
2
To promote safe and healthy living options for both students and staff.
3
To maintain correct procedures for the maintenance of equipment and materials to ensure that they are safe and properly handled.
4
To establish safe work practices and to implement procedures to ensure that these practices are followed.
5
To provide supervision and training relating to Health & Safety issues pertaining to the school including movement to and from School, on-site activities and off-site Schoolrelated activities.
6
To ensure that all students and staff understand the concept of a safe and healthy lifestyle and workplace and that they work towards adopting such a lifestyle and maintaining such an environment.
7
To ensure educational programmes are in place aimed at promoting a safe and healthy lifestyle.
8
To accept the need to delegate responsibility for the promotion of a safe and healthy workplace to all involved at the School.
9
To ensure systems are in place which monitor the School site and activities and functions from a Health & Safety point of view, and respond should concerns in this regard be identified.
1
The Principal will maintain a set of Health & Safety guidelines.
2
Staff and students will be made aware of the School’s health and safety requirements.
3
The School will operate a Health & Safety Committee consisting of staff, and Principal.
4
Staff and students will be encouraged to identify hazards and to bring forward issues concerning health and safety to the attention of the Principal and/or delegated staff responsible for the area of concern.
5
Staff and students will be made aware of emergency procedures for fire, storm, earthquake, chemical spill, gas leak, explosion, structure collapse, equipment failure.
6
Hazards will be identified to all staff, students and visitors where possible and remedied or removed where practicable.
7
A record of on-site accidents will be maintained by the School and related notification to appropriate authorities will take place and be followed up on by the School as required.
8
Training needs for staff will be available as required through the Professional Development Programme of the School.
9
Budgeting requirements relating to HODs should be notified to the Principal as they arise or in October each year for the following year.
10
The School will continue to develop, monitor, evaluate and provide educational programmes for students relating to Health & Safety.
GUIDELINES
Page 1 of 43
EXPECTED OUTCOME
That students, staff and visitors to the School are aware and kept safe in terms of the daily operation of the various activities and functions which take place on the Whanganui High School site.
EVALUATION
The Board, in association with the Principal, will review this policy annually in accordance with the School’s quality management cycle.
CONCLUSION
This policy is consistent with the goals of the School Charter and the need to maintain a safe and healthy environment.
1
2
Note: There are various appendices to this policy covering I II III IV V VI
Health & Safety Requirements Relating to Outside Contractors Food and Food Safety Health Education Notification of and responding to Injury Accidents Student Sickness and Administering of Medication Critical Incidents Sections A Guidelines for Critical Incident Team B Guidelines for Working with Students C Guidelines for Registered Schools in New Zealand on the Use of Physical Restraint – August 2017 D Maintaining the School Routine E Critical Incident Plan F Suicide Responsive Plan G People who may be Affected by Critical Incidents H Critical Incident Checklist I Advice for Teachers J Managing the Media K Hazard Management VII Sun-Shade VIII Photography Department IX Science Department Other policies/procedures relevant to this policy include 4.4 Property Management 5.2 Emergencies 5.3 Post-Disaster Survival Plan 5.4 Student Discipline 5.5 Sexuality Education 5.6 Drugs 5.8 School-Related Transport 5.9 Infectious Diseases 5.10 Guidance 5.11 Reporting Child Abuse and Neglect in Schools 5.12 Dealing with Child Abuse Allegations 5.13 H&S Procedures for the School Science Department 5.14 WHS Science Department H&S Procedures Document (November 2016)
Approved by the Board Signed Chairperson: __________________________________________ Date: _________________________ Signed Principal: __________________________________________ Date: _________________________ Note: Appendix III - Health Education, Guideline 5, Consultation. (At least once every year, the Board will produce a written statement about how the School will implement Health Education + Legislation requirements listed.) Page 2 of 43
APPENDIX I
HEALTH & SAFETY REQUIREMENTS FOR OUTSIDE CONTRACTORS
ACCOUNTABILITIES Contractors will be accountable to the Health & Safety Committee of Whanganui High School. GENERAL REQUIREMENTS Management Commitment 1
The contractor will be committed to the Health & Safety of their staff, Whanganui High School staff and Whanganui High School pupils.
2
The contractor, in conjunction with the Whanganui High School Principal, will set Health & Safety goals for the specific site project.
3
The contractor will assign Health & Safety responsibilities to their staff on this site.
4
The contractor will do regular effectiveness audits of the Health & Safety management of this site.
Staff Management 1
The contractors will provide information with regards to hazards to which their staff, Whanganui High School staff and Whanganui High School pupils may be exposed on this site and ensure this information is understood.
2
The contractors will provide information for emergency responses specific to this contract.
3
The contractors will ensure that their staff have the necessary knowledge and experience to perform their required tasks.
4
The contractors will ensure supervision is provided for those staff who are not deemed to have the knowledge and skills required for their allotted tasks.
5
The contractor is responsible for the training and the use of all plant, equipment and protective clothing, relevant to this contract. Training records shall be available for inspection.
Hazard Identification and Control 1
The contractor will set up and make available to Whanganui High School Health & Safety Committee a Hazard Register pertaining to this contract.
2
The contractor will take all reasonable steps to eliminate or isolate all hazards on this Hazard Register.
3
The contractor will provide information for their staff, Whanganui High School staff and pupils for all hazards which cannot be eliminated nor isolated.
Accident Reporting, Recording and Investigation The contractors will ensure all accidents on this site will be reported, recorded and investigated and will provide Whanganui High School Health & Safety Committee with a copy of their report within 12 hours of the accident.
Page 3 of 43
Emergency Procedures The contractor will ensure that staff under their control are fully aware of the emergency procedures existent at Whanganui High School. Details of these procedures will be provided by the Whanganui High School Health & Safety Committee. Specific Contract Requirements 1
Before the commencement of the contract, there will be a site meeting between the contractor, the Whanganui High School Contract Manager and the Health & Safety Committee. During this site meeting, a specific list of Health & Safety requirements will be drawn up. One of these requirements will be that the work site will be fenced off from students in some form or another and general warning signs will be put up.
2
During this site meeting, the joint Whanganui High School staff and pupil management document will be drawn up.
3
Both these documents will be distributed to all staff, and students will be educated about their obligation by Whanganui High School Health & Safety Committee.
Contractor Site Meetings During the regular contractor site meetings there will be a standing agenda item of Health & Safety issues.
PRINCIPAL (Health & Safety Committee Representative)
Page 4 of 43
APPENDIX II FOOD & FOOD SAFETY GUIDELINES RATIONALE Whanganui High School has a responsibility to promote quality standards in the choice, storage, handling, preparation and service of foods prepared on site for consumption by the school community. Whanganui High School has a responsibility to ensure all food provided by off-site providers is done so in keeping with the guidelines provided in this policy. PURPOSE 1
To provide the school community with the knowledge to make wise nutritional choices for their health and well-being.
2
To be guided by the National Nutritional Guidelines in the choice of food available, from the Whanganui High School Canteen in particular
3
To develop amongst students and staff a sense of responsibility to themselves and their school community in relation to food choice and food safety.
4
To encourage hygienic, safe practices in the preparation, storage, handling and consumption of food.
5
To provide the School community with the information, training and supervision to ensure safe practices in food preparation.
GUIDELINES 1
To ensure the choice of foods available for consumption by the school community is of good quality, and stored, prepared and served in accordance with Ministry of Health standards.
2
To make nutrition information available to the school community.
3
To minimise availability of foods prepared with added salt, fat and sugar.
4
a) b) c)
5
6
To actively encourage the School community to develop a sense of responsibility for their own eating patterns. To require the School community to wear protective clothing when preparing food for community consumption. To ensure the School community uses appropriate clean utensils in the handling of food for community consumption.
a)
Provide facilities to store food safely.
b)
Develop an education programme for those sections of the School community involved in food preparation or handling.
To consult with the person in charge of the Canteen and complete in the mandatory checklist when groups are providing food on-site for consumption by members of the School community.
CONCLUSION The National Nutritional Guidelines are the basis for making appropriate food choice. The Health and Safety Act requires food to be stored and prepared in a hygienic, smoke-free, safe environment. This can best be achieved by education and positive examples. Page 5 of 43
CHECK LIST FOR PROVIDERS OF FOOD TO THE WHANGANUI HIGH SCHOOL COMMUNITY 1
Food needs to be kept clean, safe and free from bacteria. Food can be easily contaminated and needs to be handled with care to prevent illness. Bacteria passed on to food from hands and nails are one of the major causes of food poisoning.
2
Food must be purchased from licensed food premises and/or distributors.
3
Food needs to be transported and delivered to school under correct conditions (i.e. perishables and frozen foods kept at the correct temperature).
4
Food preparation surfaces (i.e. tables and benches) and equipment must be clean. Tables must be wiped with a clean cloth, with detergent and hot water, and then covered with a clean tablecloth or covered with clean print-free newsprint.
5
Food must be kept free from contamination by dust, flies, insects etc. It should therefore be covered immediately after preparation by a clean throw-over; or bagged ready for sale and be stored at the appropriate temperature.
6
Personal hygiene is extremely important. Long hair should be tied back; hands washed before handling food, also after coughing, sneezing, blowing your nose, or touching your hair or face. Anyone with a cold or infection should not be handling food.
7
Disposable rubber gloves must be worn when handling food, also an apron or smock to cover clothes.
8
Tongs or slices should be used for handling unwrapped food, using different utensils for raw and cooked foods.
9
Persons handling food should not be handling money and other non-food items.
Page 6 of 43
Group selling food: ___________________________________________________________________________ Description of food to be sold: Date of food to be sold: 1
__________________________________________________________________ __________________________
Reason for selling food. _________________________________________________________________ ______________________________________________________________________________________
2
Number of people involved in selling food: ___________________________________________________
3
Name of food supplier(s). ________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________
4
How is food to be transported to school?
___________________________________________________
______________________________________________________________________________________ 5
Are food preparation areas -
Yes
No
Wiped with a clean cloth with detergent and hot water? Covered with clean tablecloth? 6
Is food covered to protect it from flies, dust, etc.?
7
Is food to be sold bagged?
8
Personal hygiene: Hands washed? Long hair tied back? Rubber gloves used? Tongs or slices used? No-one with a cold or infection working with food? Person handling money not handling food?
9
Signed:
Person responsible for ensuring hygiene requirements are met? a) Representative of Group Selling Food: __________________________________ b) Canteen Manager: _________________________________________________ c) Administration Staff: _______________________________________________ (Please return this sheet to the Main School Office). Page 7 of 43
APPENDIX III HEALTH EDUCATION RATIONALE Health is important for personal well-being and achievement. It encompasses the physical, social, emotional, intellectual and spiritual dimensions of a person's growth. A healthy person will be active and have a balance in all of these dimensions. The School community is an important setting for influencing the health of a significant number of people and it is in a position to promote positive attitudes and behaviour for its students, staff and community. This will involve education, positive role models, supportive systems and the development of a safe, physical and emotional environment. PURPOSE 1
To increase the knowledge and understanding of School staff, students, parents and the whole School community about a holistic approach to health.
2
To provide the opportunities for students to reach their full potential in health and physical education.
3
To develop a School environment that supports personal growth and development and self-worth.
4
To increase the positive interaction of pupils and staff with people in the School and community, increasing their understanding of values, beliefs and issues of others.
5
To increase awareness of and access to services and opportunities in the community that are designed to promote and support a healthy lifestyle.
6
To encourage understanding of the links between personal rights and social responsibilities.
7
To promote an understanding within the individual that we are all part of a healthy, global environment.
GUIDELINES 1
The School will implement the current Health & Physical Education Curriculum.
2
The School will provide resources, both physical and human, to meet the needs of students and the requirements of the Health & Physical Education Curriculum.
3
Students will have access to guidance and counselling systems and community agencies, with regard to personal health and well-being.
4
Students and staff will carry out a Health & Safety review of their immediate working environment and the school environment as a whole.
5
The Board will, at least once every year, produce a written statement about how the School will implement Health Education. The legislation requires schools to: a)
Inform the School community about the content of the Health Education components to the curriculum; and
b)
Consult with members of the School community regarding: i ii
c)
the way in which the school should implement Health Education; the sexuality component of the Health Education Programme.
Describe, in broad terms, the Health Education needs of the School's students.
CONCLUSION In keeping with the School philosophy and charter, the Health & Physical Education New Zealand Curriculum, Whanganui High School is concerned with the education of the 'whole person'. We would like our students to leave Whanganui High School with a positive attitude to health, understand the benefits of a healthy lifestyle and be caring and supportive of others. Page 8 of 43
APPENDIX IV NOTIFICATION OF AND RESPONDING TO INJURY ACCIDENTS In the case of an injury accident occurring on the School site or while a School trip is occurring: a)
the injured person should be treated appropriately,
b)
an accident report (located in the Students’ Centre) should be completed. A copy of the accident report: i
should be given to the Health & Safety Officer. The Health & Safety Officer will then follow up as necessary.
ii
should be sent to Worksafe New Zealand in the case of an accident causing serious harm (definition enclosed).
Enclosures:
Procedures when a student requires medical assistance.
Injury Procedure.
Definition of Serious Harm
PROCEDURES WHEN A STUDENT REQUIRES MEDICAL ASSISTANCE If a student requires medical assistance from outside the School, due to illness or injury: 1
The appropriate medical assistance should be called for.
2
Parents or caregivers should be contacted. If unable to contact a parent or caregiver the emergency contact should be contacted. If unable to contact either of these, a staff member should act in loco parentis.
3
A staff member should stay with the student until a parent or caregiver arrives.
4
A printout of the students' contact details should be given to the medical person attending the student.
5
The Senior Leadership Team, in charge of day-to-day management should be informed when any student requires medical assistance from outside the School.
Page 9 of 43
INJURY & INCIDENT PROCEDURE
Accident/Incident
Ensure injured persons are treated
Any harm? (Injury or Illness).
No
Incident/Near Miss
Complete AIF
Yes
Yes
Serious Harm?
No
Notify emergency services required
Preserve accident site
Record in accident/ incident register
Notify WORKSAFE asap Ph: 0800 030 040 or
[email protected]
Investigate accident/ incident
Obtain WORKSAFE agreement to clear site
Send WORKSAFE form within 7 days
WORKSAFE investigate the incident
WORKSAFE provide findings of investigation
School implements WORKSAFE recommendations
Page 10 of 43
DEFINITION OF SERIOUS HARM
Serious harm is defined (Health & Safety in the Workplace Act 2015, hereinafter referred to as HSWA 2015) as: a)
Any of the following conditions that amounts to, or results in permanent loss of bodily function, or temporary severe loss of function:
Respiratory disease Noise-induced hearing loss Neurological disease Cancer Dermatological disease Communicable disease Musculoskeletal disease Illness caused by exposure to infected material Decompression sickness Poisoning Vision impairment Chemical or hot metal burn of eye Penetrating wound of eye Bone fracture Laceration Crushing
b)
Amputation of a body part.
c)
Burns requiring referral to a specialist registered medical practitioner or specialist out-patient clinic.
d)
Loss of consciousness from lack of oxygen.
e)
Loss of consciousness, or acute illness requiring treatment by a registered medical practitioner, from absorption, inhalation, or ingestion, of any substance.
f)
Any harm that causes the person harmed to be hospitalised for a period of 48 hours or more, commencing within seven days of the harm's occurrence.
g)
Death.
Page 11 of 43
APPENDIX V
STUDENT SICKNESS AND ADMINISTERING OF MEDICATION 1
Any student who is sick should be accompanied to the Students' Centre where she/he will be attended to. Students will not be permitted to go home without first contacting a parent or guardian and advising them. Students who are sick will be encouraged to go home if possible. If it is not possible they will be allowed to use the sick bay.
2
The Students' Centre will not dispense any medication (including Panadol) without the permission of parents and/or a medical practitioner.
3
Students requiring medication during the day should leave it at the Students' Centre accompanied by a note of permission from their parents.
4
Students' Centre will monthly check (and dispose of as necessary) all medication it holds.
Page 12 of 43
APPENDIX VI
CRITICAL INCIDENTS DEFINITION A Critical Incident is a tragedy or trauma involving a severe emotional impact on the affected persons. PURPOSE 1
To facilitate healthy processes for people to work through grief and loss issues in their lives that result from events involving the school community.
2
To enable the School as an organisation to respond sensitively, compassionately and helpfully to members of its community during times of critical incidents.
3
To help provide direction and leadership in the school community in times of critical incidents.
4
To provide a plan on which actions can be based in response to a critical incident.
GUIDELINES (see Appendix for additional details) 1
Communication is a vital aspect of dealing with a Critical Incident Communication of initial information must be accurate, quick and sensitive to the needs of family and friends. The same information must be given to all students about the Critical Incident. Staff must be kept up-to-date with plans and developments.
2
Child, Adolescent and Families Mental Health Service have available a trained Critical Incident Team to assist in counselling students, staff and families
3
Staff are the key individuals in the School in terms of maintaining a consistent, stable environment and enabling the School to continue to maintain normal routines while, within it, individuals and groups may be experiencing deep emotional response. Therefore, staff themselves must be cared for. Time must be given for staff to express their feelings and to gain a sense of support from each other. Any teacher who is distressed will be given the opportunity to have their classes covered if possible.
4
Staff should be involved and informed in the decision-making process as much as possible.
5
Grief is experienced in different ways. Traumatic events can link an individual to previous experiences of grief or loss. Therefore, individuals can be strongly affected by a Critical Incident (e.g. Student’s death) but have no obvious link to those involved in the Critical Incident.
6
Research shows that denial is a harmful option and may lead to more severe difficulties later on. Conversely, sensible actions taken following a trauma, have worthwhile outcomes in terms of preventing or limiting the ill effects of the experience. In the case of suicide, it is particularly important in order to limit the chance of imitation.
7
The effects of trauma can be long lasting and the School needs to be prepared to support students, staff and families over this time.
8
There is no perfect plan for responding to an emergency or critical incident. The Critical Incident Action Plan gives the Critical Incident team a structure that they can then apply with flexibility to any given situation.
CONCLUSION By discussing Death and Dying openly and sensitively, we remove some of the mystery and often gain a sense of support from others. Experience of death and the learning that it offers, can be a positive component of a person’s total growth and education.
Page 13 of 43
CRITICAL INCIDENTS - Section A GUIDELINES FOR CRITICAL INCIDENT TEAM 1
Any person who is informed of the death of a student or staff member, or of an accident which will impact on students and/or staff, should advise the Principal and the Guidance Counsellor immediately.
2
A Critical Incident team will meet as soon as possible to evaluate the available information and plan strategies for coping with the critical incident. The Critical Incident team would consist of:
Principal Guidance Counsellor Senior management as required Deans, as required
Others could be added depending on circumstances (e.g. Sports coach, form teacher). The role of the Critical Incident Team is to: Manage, co-ordinate, communicate and delegate tasks within the Critical Incident Action Plan. 1
Verify that the information about the Critical Incident is accurate. Determine what information is to be shared with the school after consulting the families directly affected by the Critical Incident.
2
Inform staff as soon as possible.
3
Priority should be given to the needs of victims or those most affected. Staff needs must be met first to enable them to meet student needs.
4
The Principal will deal with all media requests and prepare a written media release if appropriate. No other staff member should respond to the media and students should be reminded that they do not have to speak to the media and should refer all enquiries to the Principal.
5
The Principal and/or designated member of the Critical Incident Team will initiate and maintain contact with affected families involving them in the school’s decisions where appropriate.
6
In the event of the death of a student a designated staff member will follow the student’s timetable for at least the first 2-3 days.
7
Office staff, ancillary and part-time staff need to be constantly kept up-to-date.
8
The Critical Incident Team will meet daily to debrief, review and plan for the next 24 hours.
9
At an appropriate time after the precipitating event an outside facilitator with experience in PostTraumatic Stress would be invited to lead a debriefing session for all affected school personnel.
10
Staff working intensively with students (e.g. Counsellors, Deans, etc.) should be provided with support groups or individual counselling throughout the Critical Incident.
Page 14 of 43
CRITICAL INCIDENTS – Section B GUIDELINES FOR WORKING WITH STUDENTS The main aim is to provide support for students during the grief process by providing a safe environment for them to explore their feelings. 1
The Critical Incident Team should meet as a group to decide how the students will be notified. Mass assemblies are not recommended. A statement could be prepared for teachers to read or discuss with their form class. This statement should include what support services will be available in the School and where they will be found. (See Appendix IV).
2
School activities should continue as normally as possible.
3
Best friends should be identified and counselled individually, almost immediately. Monitoring and support for them should be ongoing.
4
Designated areas of the School should be available throughout the day and possibly in the evening. Counsellors and staff members should be available in the room.
5
Extra staff should be assigned to grounds duty throughout the day. Students unable to go to class should be offered support and encouraged to see a counsellor or visit the Critical Incident rooms.
6
A staff member comfortable about talking about the event should follow the deceased’s timetable. Students may want to decide what to do about the empty desk.
7
More intensive work should be done with the deceased’s form class and/or groups in the school they were part of. Time is needed to talk about the person, ways of expressing their feelings and how they can support each other. Grief and grieving needs to be talked about. Students need to know that it is acceptable to feel angry, sad or guilty.
8
Students will have different ways of coping and expressing their grief. This needs to be highlighted in class discussions so that students do not feel guilty judging themselves or create difficulties for other students by judging them.
9
Consideration could be given to allowing young women to meet separately as this can facilitate a more open sharing of feelings. However, this is not always true and mixed groups of friends will benefit from supporting one another.
10
Students should be given the opportunity to attend the funeral or tangi if they wish. The wishes of the family must first be considered and they must be consulted. The School may wish to have formal permission from parents for students to attend the funeral. It is important that there are many adults at the funeral to support the students.
11
Students may be unfamiliar with funerals at churches, marae or funeral homes. A representative could be invited to explain to students the significance of different aspects of the service.
12
At a later date, in consultation with the students, a service of some sort could be held.
13
Students should be encouraged to send messages to the family. This can be done individually or as a class activity. Creativity should not be discouraged.
Page 15 of 43
CRITICAL INCIDENTS - Section C
MAINTAINING THE SCHOOL ROUTINE Management Team Senior Administration Staff Purpose 1
To maintain school activities as normally as possible to give students some form of security in a time of shock.
2
To maintain effective communication and co-ordination between the Critical Incident Team and the Management Team.
Responsibilities 1
To continue normal School routines.
2
To employ appropriate relief staff and assign extra staff to duties.
3
To free up necessary rooms.
4
To work closely with their House form teachers monitoring staff and student responses.
5
To facilitate internal communications - updates and information.
6
To organise other tasks as requested by the Critical Incident Team.
7
To set up House assemblies where necessary.
Form and Class Teacher’s Role There will be an expectation placed on staff to maintain normal routines while being supportive of students. To enable this to happen, staff will be: a) b) c) d) e)
Kept informed of all updates in the situation given time to express their own feelings and receive the support needed given suggestions on how to facilitate discussion in their class informed of areas of the school where students can go for support provided with counselling support
1
Staff will need to know where students are at all times. Absent students should be noted and list sent to Students Centre.
2
Distressed students need to be encouraged to go to support rooms and a classmate should act as an escort.
3
Staff will need to be prepared to assist with extra duties in the grounds at interval and lunchtime monitoring students’ reactions.
4
A written statement prepared by the Critical Incident Team will be given to form teachers to read or form level assemblies may be used to communicate the same information.
Page 16 of 43
CRITICAL INCIDENTS – Section D CRITICAL INCIDENT PLAN Immediate 1 2 3
Find out the facts - collect information about the incident. Convene an urgent meeting of the Critical Incident Team. Organise immediate counselling support for those who require it.
Purpose Critical Incident Team Meeting 1 2 3 4 5
To consider the role and level of involvement of school resources Identify students/families most affected to immediately offer support and counselling To allocate tasks to team members. To decide whether a Critical Incident Centre (e.g. Library) is needed - space, privacy, phone, tea/coffee facilities etc. - organise personnel. To plan communication to all staff (including ancillary), students (how and when), parents/caregivers and other school attended by siblings.
Draft incident statement to be read to a) staff b) students
outline proposed action plan (e.g. staff meetings) draft media release if required. draft letter to parents covering: a) b) c) d) e)
1 2 3 4
the facts what the school has done the School’s plans how the children may react how to get help
Contact CYFS and establish liaison with them. Establish contact with other outside agencies that may have necessary skills (e.g. Kaumatua, GSE.) Plan home visit to express condolences (2-3 team members), offer support and set up further communications. Establish guidelines for working with the media. Consideration needs to be given to:
media access onto school property to staff and students clear factual information and judicious comments given only after next-of-kin informed avoid speculative comments the likelihood of future enquires (school, police, coroner) protecting students from media pressure monitoring rumour thoroughly briefing the office staff.
Page 17 of 43
CRITICAL INCIDENTS – Section E SUICIDE RESPONSE PLAN Purpose While suicide happens at a relatively low rate in the population at large, adolescent suicide has increased over the last ten years and has become a major concern. Suicide is also a highly emotive topic and, if occurs, the reactions can be extreme and are often damaging. One such reaction of particular concern called copy-cat syndrome or suicide virus or cluster suicides - suicides by other vulnerable individuals in following a suicide.
threefold a suicide is the so the days
To minimise the negative consequences of a suicide, a planned response will be valuable. Action
In the event of a student suicide, the School's Critical Incident Plan will be followed. There are, however, some special considerations 1
Avoidance of assembly situations.
2
Plan for meeting of all staff as soon as possible.
3
Attempted or completed suicides may follow a suicide of death by other means - to be with their friend.
4
Schools need to be alert to students displaying possible suicidal warning signs up to a year after a traumatic incident - staff made aware of common warning signs and guidelines. Referral made for evaluation of suicide risk. 5
Post suicide strategies focus heavily on
the return to normality within the School; providing opportunities for students and staff to begin the process of resolving their grief; helping people come to terms with the event.
6
Provide guidelines to staff for handling classroom discussion. Avoid romanticising the victim or making them a heroic figure.
7
Family contact situation should
provide support and assess the appropriate level of school involvement; provide the opportunity for a ‘psychological autopsy’ to find out what precipitating factors existed and whether the school contributed to these; deflect scapegoating of the School, but remain sympathetic; assess the need for support from appropriate services.
8
More intensive work (talking about the person, ways of expressing their feelings and how they can support each other, a session on grief and grieving) should be encouraged, especially with the friendship group and classes.
9
Monitor or assess persisting behaviours which may indicate a need for specialist counselling.
Page 18 of 43
CRITICAL INCIDENTS - Section F PEOPLE WHO MAY BE AFFECTED BY CRITICAL INCIDENTS Those involved in a critical incident will play various roles and encounter different experiences. A useful guide for identifying those who are most likely to need assistance follows:
People Directly Exposed to Incidents Those who suffer intense trauma, including injuries, e.g. students and staff.
Relatives and Friends Those who are grieving for the injured and affected, e.g. families, students, staff.
People with previous Trauma or Grief Those who are not directly affected by the incident but who may be affected because of a previous incident.
Helpers or Recovery Personnel Recovery personnel who are required to maintain functional efficiency during the incident and to cope with the psychological affects, e.g. staff school counsellors, administrators, emergency service personnel.
Community & People Indirectly Involved Those in the community affected but not directly involved, e.g. other parents, staff and students from neighbouring schools; those who could have been direct victims but were not because of chance or circumstances; those for whom stress is triggered as a result of the incident.
Page 19 of 43
CRITICAL INCIDENT – Section G CRITICAL INCIDENT CHECKLIST IMMEDIATE TASKS Set up Critical Incident Team. Find out the facts, Establish specific plan. Inform next of kin if necessary. Inform all staff. Inform all students. Set up a recovery room in the School. Liaise with the media. SHORT TERM TASKS (2 or 3 Days) Restore the School to regular routine. Encourage teachers to allow students opportunities in class to talk about the incident and about their reaction. Provide debriefing and counselling for students. Keep parents informed. Be alert for students (or teachers) showing persisting extreme reactions. Debrief staff. Monitor the welfare of those in caregiver roles. Liaise with the media. TASKS TO ADDRESS DURING FIRST MONTH Private counselling for students. Provide opportunities, where a death has occurred, for those affected to be involved in a public expression of farewell to the deceased. In other circumstances, provide appropriate closure. Monitor the progress of any hospitalised students or staff and ensure they have counselling support. Remain in contact with families. Be alert for significant and persistent changes in the behaviour of those affected by the incident. Media reports may cause additional stress. In the case of a serious incident where a number of students are directly involved, call a meeting of parents of those students involved after three or four weeks. LONG-TERM ISSUES Continue to monitor the emotional and physical welfare of both staff and students. Be alert for the potentially disturbing influences of inquests and legal proceedings and of special occasions such as Christmas, the birthdays of those killed and the anniversaries of the incident. Page 20 of 43
CRITICAL INCIDENTS – Section H ADVICE FOR TEACHERS
1
When a critical incident occurs involving the whole school community, an already organised procedure will be followed.
2
Teachers will have the responsibility of informing their designated group of students about what has happened and what is being done about it.
3
Teachers will be the first line of contact with students who could collectively be frightened, grieving, confused, inquisitive or disinterested.
4
In this situation it is best to use certain responses and to avoid others. Here are some suggestions.
Try to Avoid
Try to Use
You'll feel better about tomorrow.
It's OK to feel shocked and helpless now.
Something like this happened to me once ……..
You must be finding it really hard to believe.
Try not to be so emotional about it.
You will be more comfortable in another room.
Forget it. It's nothing to do with you.
We all feel the shock of something like this.
It is only a one in a million accident.
It did happen and this is the result.
Leave me out of it. I can't cope.
I'll get someone else to take the group.
Do something to take your mind off it.
The thoughts will keep coming back at times.
Just try and get over it.
If you want to talk, go to ……… or see ……………
Page 21 of 43
CRITICAL INCIDENTS - Section I MANAGING THE MEDIA Each critical incident is unique and the dynamics of each situation will have to be assessed when it occurs. It is important that a structured approach to media management is developed and is included in the management plan to ensure the most positive and supportive response from the media. 1
Take the media calls The Principal or nominated person should handle the initial media calls. Be sure to return media calls as soon as possible. It is important that the people involved have an input in media coverage so that the story is balanced. Therefore, avoid answering questions with "no comment”. Respond to questions accurately, however, it may be necessary to explain to the media that you are unable to answer their questions at this time because (i) of the sensitive nature of the issue, or (ii) you do not have the information available. It may be necessary to check with the police, ambulance or fire brigade etc., before making a statement.
2
Response time is important People likely to be contacted by the media need to be alerted immediately and kept informed as more details come to light.
3
Channel all media enquiries through one person The Principal will liaise directly with the media as more details are known (or as delegated to the media liaison person).
4
Relate to journalists in a positive and friendly way Enlist the support of the media to report accurate information and avoid being defensive. Journalists are professionals too. They have been assigned the job of reporting the story. They feel the public have a right to know and they will report the story with or without co-operation. In a major disaster, the media is an essential means to communicating information, e.g. providing hot-line phone numbers, etc. Working with the media representatives as professionals and providing them with accurate information about the incident means staying in control. Co-operation can make the difference between inaccurate reporting resulting in a story that reflects negatively on the school and one which shows our caring role and our ability to respond effectively in a crisis. Emphasis should be placed in media comment on the support available to students and staff.
5
Determine what the official response will be Consider other developments or broader issues that may need to be considered when framing the response.
Page 22 of 43
6
Express concern. Restrict answers to facts. Accentuate the Positive . It is appropriate, for example to: State the facts about what has occurred and what is being done, e.g. when and where it occurred, how many people were involved or hurt, how much damage has been done, etc. Describe the assistance being provided for students and staff who may have been traumatised. Explain that the whole School has been deeply shocked, that all available resources and support services have been gathered and what steps are being taken to rectify the situation and get things back to normal as soon as possible.
It is imperative to avoid making comments which imply blame or fault for any part of the incident, as there could be significant legal implications. Official enquiries, e.g. the police – are likely to follow serious incidents. Media comments on the public record may have a bearing on proceedings at such inquiries.
Page 23 of 43
APPENDIX VII
SUN – SHADE Rationale Excessive exposure to ultraviolet radiation (UVR) from the sun causes sunburn, skin damage and increased the risk of skin cancer. New Zealand, along with Australia, has the highest melanoma rates in the world. One or more episodes of sunburn in childhood and adolescence have been shown to increase the risk of melanoma later in life. Throughout New Zealand sun protection is required from October to March inclusive, especially between the hours of 11.00am and 4.00pm. Therefore, this policy applies only during Terms 1 and 4. Note: There are also benefits from sun exposure, including Vitamin D absorption, which is important for the development of healthy bones, muscles and teeth. During the winter months, students should be encouraged to actively enjoy the sun. This policy is adopted from 1st August, 2008, so that children attending Whanganui High School are protected from harmful UV radiation from the sun. As part of general SunSmart strategies, during Terms 1 & 4, between 11.00am and 4.00pm our school will: Behaviour 1 2 3 4
Work with wider School community to promote students' use of SPF 30+ broad-spectrum sunscreen. 1 Encourage children to wear clothing that protects the skin from the sun (eg. sleeves and collars). Encourage staff to role-model SunSmart behaviour. Regularly publicise and reinforce the SunSmart Policy, for example, through newsletters, parent meetings, student and teacher activities.
Curriculum 1
Incorporate SunSmart education and activities when delivering the curriculum.
Environment 1 2 3
Work towards developing and improving existing shade, particularly in areas where students congregate. Shade can be both built and natural (e.g. constructed shelter and trees). Whenever possible, schedule outdoor activities and sports events before 11.00am. 2 Organise outdoor activities to be held in areas with plenty of shade whenever possible.
Reinforcement and Evaluation 1 2
Ensure ongoing assessment of SunSmart behaviour, shade provision and curriculum emphasis. Review of the SunSmart policy by the Board of Trustees and Principal at least every 3 years.
1 2
Sunscreen should not be the sole or primary form of protection. The Cancer Society recommends holding school excursions early in the day to cut down the exposure to UV radiation. Plan them for venues where adequate shade is available or alternatively provide your own shade by taking umbrellas or tents.
Page 24 of 43
APPENDIX VIII
WHANGANUI HIGH SCHOOL PHOTOGRAPHIC DEPARTMENT H&S PROCEDURES
Contents 1
INTRODUCTION
2
DARK ROOM MANAGEMENT
3
DARK ROOM HEALTH AND SAFETY
4
CHEMICALS
5
DARK ROOM SAFETY PROCEDURES
6
DARK ROOM USER RULES
7
EMERGENCY PROCEDURES
8
RATIFICATION
Page 25 of 43
1
Introduction Safe practice is important in all areas of the Art Department however the Photographic darkroom presents its own specific challenges. While the majority of black and white chemicals are in the range of non-toxic to slightly toxic to most people, black and white developers and colour chemicals are in the range of slightly toxic to toxic, especially if these developers or colour chemicals are ingested, inhaled or come into contact with bare skin. To minimise these hazards we must rely on the competent and informed conduct of all users of the dark room facilities. Primarily, users of the darkroom will ensure all Whanganui High School Health and Safety Procedures are followed. In addition, the following document outlines the specific Photographic Department Health and Safety procedures.
2
Dark Room Management Member of staff teaching Photography is responsible for the Dark Room management. This management includes the Health and Safety of all its users, furnishings, fittings, equipment and chemicals.
3
Dark Room Health and Safety The Dark Room shall have a first aid kit, [Refer appendix (i)] personal protective equipment and spill kit. [refer appendix (ii)]. These items shall be checked twice yearly and restocked if necessary by photography teacher in charge. All students and teachers shall receive a Health and Safety lecture familiarising them with the potential hazards associated with photographic chemicals, the PPE (personal protective equipment), first aid and emergency procedures. This lecture must happen before they are cleared to work in this area and records of this kept on site. [Refer appendix (iii)]
4
Chemicals -
All chemicals should be dated and signed on arrival and note taken of expiry date.
-
Disposal of chemicals shall be in line with recommendations in MSDS sheets
-
Handling of chemicals shall occur in well ventilated room.
- Chemicals shall be stored in closed original containers in a dry place. Store under well ventilated conditions at a temperature below 25 degrees Celsius. -
Chemical stocks shall be stored as low to the ground as possible and in a secure cupboard.
-
Access to the chemicals shall be limited by a locked door.
-
Chemicals shall only be mixed by teacher in charge.
- An annual stocktake of chemicals shall be performed by photography teacher in charge. A copy of this stocktake will be supplied to the Laboratory Manager. This will be subsequently filed in the main office for quick access by emergency services if needed. [Refer appendix (iv)] 5
Dark Room Safety Procedures 1 2 3 4 5 6
Read and follow all instructions and safety recommendations provided by the manufacturer before undertaking any process. This includes mixing, handling, disposal and storage. Be aware of all inherent dangers associated with any chemicals being used. Keep Emergency phone numbers in a prominent position. Many chemicals can be flammable. Keep them away from any source of heat or open flame. Work in a well-ventilated space. Protect yourself. Wear disposable gloves, safety glasses and plastic apron when appropriate. Use a disposable mask or respirator when mixing chemicals. Follow mixing instructions precisely. Page 26 of 43
7 8 9 10
6
Dark Room User Rules 1
You must wear gloves or use tongs when processing black and white paper. The only place you may use your bare hands is to remove prints from the water bath or to wash prints. Developers are toxic especially if absorbed through the skin over long periods of time.
2
When processing colour you must use gloves for both film and paper processing. Colour chemicals are very toxic. You may use bare hands to wash prints after they are out of the processor, but you should wear gloves to hang film. Stabilizer has formaldehyde in it. Only teacher in charge may mix up chemicals. Clean up any chemical spills immediately. Isolate the spill with kitty litter or sand and use absorbent pads to soak up bulk of liquid. Put all used material into plastic bag for disposal. Ensure area is completely clean and dry. No eating or drinking in dark room. Shoes must be worn in the darkroom to avoid any spilt chemical seeping in through the skin. If you use gloves wash them before disposing of them. Whether you use gloves or tongs, wash your hands thoroughly with soap before leaving dark room.
3 4
5 6 7 7
Do not eat or drink in dark room. Always add acids slowly to water, never the other way around. Follow instructions for proper disposal of chemicals. This should be in accordance with the requirements of the Resource Management Act and Local Council Bylaws in addition to HNSO requirements. People have varying sensitivities to chemicals. If you have any reaction to dark room chemicals seek medical advice and be extra diligent in following safe procedure.
Emergency Procedures All significant accidents and incidents causing harm to student or staff must be reported using the ACC form in the student centre. All emergency procedures are outlined on a wall within the dark room. In the event of an emergency 1) Call for first aid (see emergency numbers by phone) and 2) carry out the following immediate remedial measures. 1 2 3 4 5
8
Inhalation of chemical: get the person to fresh air. Ingestion of chemicals: Do Not induce vomiting. Call poison control and carry out advice given. Locate MSDS sheets for a complete breakdown of chemicals in a particular product. Electrical shock: Press emergency power cut off button. Chemicals splashed into eyes: Immediately flood eyes with cold water and continue to flood for fifteen minutes. Seek medical attention for all eye injuries. Chemicals splashed on skin: Immediately flood skin with water until chemical is flushed away. If any change in skin condition occurs seek medical attention.
Ratification
Approved by the Board
Signed Chairperson_______________________
Date______________
Signed Principal__________________________
Date______________
Page 27 of 43
APPENDIX IX
SCIENCE DEPARTMENT H&S PROCEDURES Contents Page 1
INTRODUCTION
2
LABORATORY MANAGEMENT 2.1 Responsibility for Labs 2.2 Health & Safety 2.3 Maintenance Procedures 2.4 General Care 2.5 Laboratory Checks and Maintenance (Technician Staff)
3
GENERAL LABORATORY PROCEDURES 3.1 Basic Rules 3.2 Student Safety Rules
4
ENVIRONMENT
5
RISK ASSESSMENT
6
USE OF CHEMICALS
7
PERSONAL PROTECTIVE EQUIPMENT
8
LABORATORY EQUIPMENT
9
FUME CUPBOARDS
10
BIOLOGICAL HAZARDS
11
APPLICATION OF HEAT
12
WASTE DISPOSAL
13
HYGIENE AND WELFARE FACILITIES
14
FIRST-AID FACILITIES
15
EMERGENCY PROCEDURES 15.1 In the event of an emergency 15.2 Immediate Remedial Measures - What Science Staff should do while waiting for First Aid
Page 28 of 43
16
GENERAL FIRE SAFETY
17
INSPECTIONS AND AUDITS
18
TRAINING
19
RATIFICATION Health and Safety Hub Page 37
Monthly Health and Safety Classroom Checklist
Page 38
Quarterly Classroom Equipment Audit
Page 39
Student Health and Safety Lecture Record
Page 40
Spill Kit Contents
Page 41
Unsafe Events Report Form
Page 42
Teacher Health and Safety Induction Record
1
INTRODUCTION Laboratories are by their nature, potentially hazardous workplaces. It is essential that all those who work in them possess a sense of responsibility regarding dangers to themselves and others. It is difficult to monitor a busy laboratory and the Teacher must rely on the competent and informed conduct of all users. It is therefore the responsibility of each class teacher to ensure laboratory safety standards are maintained and are in accordance with the Whanganui High School Health and Safety Policy. The Whanganui High School Science Department will however require additional specific procedures to ensure the health and safety of staff and students at all times. It is within this document that these procedures are outlined. This document has been written with full consideration of compliance with the Hazardous Substances (Exempt Laboratories) Regulations 2001 and in line with the Code of Practice for School Exempt Laboratories and the Health and Safety at Work Act 2015.
2
LABORATORY MANAGEMENT
2.1
Responsibility for Labs Each laboratory will be the responsibility of a specified member of staff, normally the person who teaches in that room for the greatest amount of time. Responsibility includes fittings, furnishings, equipment, display etc.
2.2
Health & Safety Each laboratory has a Health and Safety Hub in place. The Health and Safety Hub contents are: -
Dry Powder Fire Extinguisher Fire Blanket Sand Bucket First Aid Kit Emergency Procedures Chart Chemical Spill Kit Hazardous Substances Symbols and Explanation No Food and Drink Sign Emergency Phone Numbers List Eye Bath Glass Bin Student Safety Data Sheets Folder Laboratory Rules
Teacher induction shall include familiarization with PPE (Personal Protection Equipment), fire equipment, first aid and emergency procedures and shall be required of all staff members in charge of a science class (including relievers). Page 29 of 43
2.3
Maintenance Procedures A monthly check of the Laboratories will be conducted by the Science Technicians. Damage, need for replacement or fixing that is deemed a health and safety issue should be reported to the Property Manager immediately. If faults are not remedied in appropriate, reasonable time it may be necessary to carry out risk assessment to decide immediate course of action (check with HOF if unsure of this).
2.4
General Care Students shall never be in laboratories unsupervised. Any spillages, on benches or floors, must be cleaned up immediately, Laboratory benches (including side benches) must be clear and free of obstruction. They must not be used as places to leave books, worksheets etc. Students causing damage arising from negligent or willfully destructive behaviour must remedy such damage or they may be billed for the appropriate costs. See HOF for advice if you are not sure (Letter home / receipt of payment etc.) Students should be explicitly told, in each relevant lesson to:
2.5
•
Dispose of waste solids in bin, not the sinks.
•
Dispose of organic solvents in the waste solvent containers provided.
•
Clear, and wipe if necessary, all surfaces and floor before end of lesson.
•
Rinse out all glassware, spatulas etc. and either return them to laboratory locations or leave in bowl by sink for dishwasher if necessary.
•
Return all equipment to appropriate locations by end of lesson.
Laboratory Checks and Maintenance (Technician Staff) Monthly Monthly Health and Safety Classroom checklist [Refer Appendix (ii)] Quarterly Quarterly glassware, equipment and environment check [Refer Appendix (iii)]
3
GENERAL LABORATORY PROCEDURES It is essential that good practice is followed, and demonstrated by members of staff at all times whilst in the laboratory. All students shall be made aware of the principles of safe laboratory practice, the type and range of hazards that may be present, and the procedures to be adopted in the event of an emergency. Every student shall attend (or be given privately) a Health and Safety lecture outlining what behavior is expected in Laboratories and educated on the Health and Safety Hub in their classroom. Points 3.1 and 3.2 of this document must be included in this lecture. Documentation of attendance at this lecture shall be kept on file with Laboratory Manager. It is important to take into consideration the varied abilities of students at WHS and be especially diligent about ensuring students understand their responsibilities within a science laboratory. NB. Especially students who do not have English as a first language.
3.1
Basic Rules The following basic rules shall apply: Page 30 of 43
• • • •
• • • 3.2
No eating or drinking in any laboratory, teaching rooms etc., at any time. Bags and belongings should not be allowed to clutter the benches or adjacent floor areas, and should be located in the areas provided or under the desks. Students must not be allowed in a laboratory unsupervised. Laboratory doors must be locked when not in use. No unauthorized experiments (not risk assessed) shall be allowed, staff wishing to carry out new experiments should submit a written plan with a risk assessment to the Head of Science for prior approval. No materials or chemicals shall be removed from the laboratory without prior permission. Laboratory work areas will be kept clear and tidy at all times, and all chemicals and equipment shall be returned to the Laboratory Prep. rooms at end of period. Laboratories shall not be used as lunch rooms / wet weather rooms.
Student Safety Rules: It is important that students make teachers aware of any medical conditions, whether physical, mental, or behavioural, allergies etc. which may affect their learning in the Laboratory environment. The following rules must be made clear to students at the start of the year and re-enforced throughout the year. If necessary, give the rules to students to stick into their book.
4
1
You must not enter a laboratory unless instructed to do so by a teacher.
2
You must not do anything with equipment or materials unless told to do so by a teacher. You must follow instructions precisely.
3
You must wear eye protection when told to do so and keep it on until told to take it off when all practical work including clearing away is finished.
4
When instructed to use a Bunsen burner, make sure that hair is tied back, scarves and jackets are removed and school ties are tucked in to keep them well away from the flame. Hair ties are available.
5
When working with liquids, always stand up, never sit. Then you can move out of the way quickly if there is a spill.
6
Never taste anything or put anything in your mouth when in the laboratory unless special arrangements have been made. This includes pencils which might have picked up poisonous chemicals from the bench.
7
If any chemicals get on your hands or any other part of the body, wash them off.
8
Wash your hands after work with chemicals or with animal, vegetable or microbiological matter.
9
Put waste solids in the correct bin, never in the sink.
10
Report any accident to the teacher. This includes chemicals in the mouth, the eyes or on the skin. Also any burns or cuts.
11
Keep your bench clean and tidy, with bags pushed out of the way underneath.
12
Correct full cover footwear must be worn for all practical classes.
13
ABSOLUTELY NO EATING OR DRINKING IN CLASS.
ENVIRONMENT Appropriate and adequate levels of lighting, heating and ventilation will be provided at all times within all Science areas. All supplies of energy such as electricity, gas, water, etc. will be fitted with appropriate isolation controls and staff will be made aware of their position and know how to operate them in the event of an emergency. Page 31 of 43
5
RISK ASSESSMENT A thorough risk assessment shall be carried out for each laboratory procedure, in order to identify any hazards and precautions necessary. All teaching staff are directly responsible for health and safety matter in their work. This includes a legal requirement to ensure risk assessment procedures have been followed at all times. Science Technicians may advise on risk assessment if you are unsure, but this should be done well in advance of the activity, not at the last minute. At WHS we comply with the legal requirements for risk assessment by diligently using the Risk Assess ordering system. All teachers will be made familiar with this system and how to best use it at their induction meeting with Laboratory Manager. All teachers once familiar shall adopt it for all practical components of their teaching. It is required section 4.2.2 of Code of Practice that risk assess documentation be available, on paper, to students at the time of a laboratory practical is taking place. This requirement is met in two ways. a. by having a correctly produced Experiment Risk assess order attached to the tray or trolley which contains the experiment equipment or chemicals. b. by keeping an up to date folder of CLEAPS Student Safety Data sheets in each Health and Safety Hub drawer. Full MSDS Sheets covering all chemicals available in the school are kept in the each Technicians Prep room if they are needed.
6
USE OF CHEMICALS Storage and Handling One of the principal hazards in any laboratory is the use of chemicals, therefore strict procedures will be followed at all times. -
Before ordering any chemicals the Laboratory Technician shall confirm that it is not on the MOE-forbidden list of specific substances or forbidden classes.
-
On receiving chemicals the Laboratory Technician opening parcel shall date and sign each bottle, and delivery docket, before it is received into stock. Chemicals received prior to this document have been labelled “pre-policy change” to distinguish them from new stock.
-
Quantities of hazardous substances should be kept to a minimum and shall not exceed the total quantities listed in Appendix 1 of Schools Exempt Laboratory Code of Practice.
-
The Laboratory Manager shall ensure that chemicals are segregated so that incompatible chemicals are separated.
-
Winchesters shall be stored as near to ground level as practicable and secondary containment shall be provided.
-
Shelving and cabinets should be secured to prevent toppling during moderate earthquakes.
-
Shelves should have lips or some other arrangement to prevent containers from falling off the shelves during an earthquake.
-
All hazardous substances shall be stored on impervious surfaces.
-
Safety carriers or trolleys shall be used for transporting containers of hazardous substances with a capacity of 2 litres or more.
-
All chemicals shall be identified and, where appropriate, carry all relevant hazard warning labels, even when decanted into smaller amounts for bench use etc. Procedures for correct labelling by Technicians of secondary containers as specified in the Exempt Laboratories code of Practice shall be followed at all times.
-
Full Chemical inventory shall be performed annually and a copy of this and their location, shall be kept in the School Office with the emergency plan.
-
Copies of Safe Methods of Use (SMUs) documents shall be filed in Laboratory Technicians Safety Hub and also with the Emergency Inventory List in Main School Office. Page 32 of 43
7
-
No chemicals shall be used unsupervised by students.
-
Each laboratory shall be equipped with the necessary materials and equipment to deal with any spillage or leakage of any chemicals at the time of their use. All members of staff, and where appropriate, students, will be instructed in the correct methods of their use and disposal.
PERSONAL PROTECTIVE EQUIPMENT (PPE) Personal protective equipment will be issued and worn whenever identified as necessary in any relevant risk assessment.
8
•
WHS shall ensure that a sufficient supply of such protective equipment is made available and kept in good order.
•
It shall be the responsibility of each member of staff to issue and check the returns of such equipment as appropriate.
•
All loss, damage or defects should be reported to Lab Technicians and their repair or replacement will be actioned.
•
The stock and suitability of all PPE shall be reviewed at the beginning of each year by Technicians and the general condition monitored following each issue and use.
•
All PPE shall conform to the relevant standards and be of a type suitable to afford adequate protection against the risks identified.
•
Teaching staff shall be responsible for instructing their students in the care of PPE, and shall supervise and enforce its use as necessary.
correct methods of use and
LABORATORY EQUIPMENT All laboratory equipment will be maintained in good working order at all times, and any defective or faulty items shall be removed for repair or replacement as appropriate. Electrical apparatus shall be visually inspected on a regular basis and subjected to annual electrical testing by a qualified tradesperson. A record of such tests and inspections shall be maintained by the Property Manager. All glassware will be inspected for chips and/or cracks once per term.
9
FUME CUPBOARDS All fume cupboards will be properly maintained and subjected to a six-monthly thorough examination and smoke test. Records of such tests will be kept available for inspection by the Property Manager. Fume cupboards shall only be used by students under close supervision and no chemical reactions shall be left unattended in any fume cupboard at any time. Fume cupboards must be kept clean and free from obstructions at all times.
10
BIOLOGICAL HAZARDS Any procedures involving the use of micro-organisms shall be subject to a thorough risk assessment. Incubation of possible cultures will not be higher than 25 degrees Celsius. No human sites will be sampled. The utmost care shall be taken at all times to ensure sterile conditions, where appropriate, and all students will be instructed in the proper sterile techniques. PPE shall be issued and worn as required, and no living organism shall be released or removed from the laboratory.
Page 33 of 43
11
APPLICATION OF HEAT Due to the frequent use of heat and naked flame in many laboratory procedures, special precautions are required as follows.
12
•
Before any procedure involving the use of heat, flames, or exothermic reaction takes place, all potentially flammable materials and chemicals etc., not directly required, will be removed from the area.
•
Suitable fire-safety equipment shall be obvious in every lab and readily
•
Following each laboratory session involving the application of heat, and particularly where such a session immediately proceeds a period of non-occupancy (for example, lunch-time or end of day), then the member of staff supervising the session shall ensure that all equipment is switched off, or extinguished, and that no hot or smoldering articles remain.
•
When using laboratory glassware to contain substances and preparations requiring the application of heat, extra care should be taken to check its suitability and condition to withstand the likely temperatures during the operation.
accessible.
WASTE DISPOSAL All laboratory waste will be disposed of in the approved manner in line with Code of Practice for School Exempt Laboratories Appendix 6. No chemicals etc. shall be allowed to enter the drains should they be of a hazardous nature unless they have been sufficiently diluted or made safe. All sharp instruments shall be deposited in special sharps disposal containers and all broken glass deposited in Broken Glass containers provided. The department will ensure that all waste produced will be disposed of in accordance with the requirements of the Resource Management Act and Local Council Bylaws in addition to HNSO requirements.
13
HYGIENE AND WELFARE FACILITIES All work in a Science laboratory requires that the highest possible standards of personal hygiene are observed at all times, especially when the use of biological or chemical agents is involved. Liquid hand soap, towels and suitable facilities will be provided in or within close proximity to all laboratories for the purposes of personal washing.
14
FIRST-AID FACILITIES The Department First Aid policy will reflect and enhance that of the school First Aid policy. Each laboratory shall be supplied with emergency first-aid equipment in the Health and Safety Hub. The Lab Manager will ensure that at least one member of the Science Department will hold a current First Aid Certificate. It shall be the responsibility of each member of staff and student to inform the HOF of any allergies or specific medical conditions which may affect their ability to perform any laboratory procedure or handle any chemical or biological agent necessary in the course of their work or study. All accidents and incidents shall be reported and recorded in line with the WHS Health and Safety procedures. Unsafe events must use the forms provided in the Laboratory Safety Hub and be handed to Laboratory Manager for filing.
15
EMERGENCY PROCEDURES The department Emergency Procedures will reflect and enhance that of the school’s Emergency Procedures policy. These procedures are clearly outlined in a poster presented in the Health and Safety Hub area. All emergency routes and exits shall be kept clear and easily identifiable at all times. Page 34 of 43
15.1
In the event of an emergency 15.1 Call for first aid. (see Emergency numbers located next to phone) 15.2 Carry out the appropriate immediate remedial measure listed below.
15.2
Immediate Remedial Measures - What Science Staff should do while waiting for First Aid All staff will wish to carry out remedial measures immediately while waiting for first aid or professional medical treatment. The following advice covers common laboratory accidents and is intended as a supplement to any local guidance on dealing with non-laboratory events, eg. epilepsy Chemical splashes in the eye: Immediately wash the eye at eye station or tap for at least 10 minutes [or for much longer, if alkalis (unless very dilute) are involved]. The flow should be slow and eyelids should be held back. Afterwards, the casualty should be taken to hospital (and, for alkalis, irrigation continued during the journey). Chemical splashes on the skin: Wash the skin for 5 minutes or until all traces of the chemical have disappeared. Remove clothing as necessary. If the chemical adheres to the skin, wash gently with soap. Chemicals in the mouth, perhaps swallowed: Do no more than wash out the casualty’s mouth. After any treatment by the first aider, the casualty should be taken to hospital. Burns: Cool under gently running water until first aid arrives. Toxic gas: Sit the casualty down in the fresh air. Hair on fire: Smother with a cloth. Clothing on fire: Smother by pushing the casualty to the ground, flames on top. Spread a thick cloth or garment on top if necessary. A fire blanket is ideal but use only if very close by. Electric shock: Locate and engage the emergency power cut off. If this does not shut power to the casualty break contact by switching off or pulling out plug. If it is necessary to move the casualty clear, use a broom handle or wooden window pole or wear rubber gloves. If casualty is unconscious, check that airways are clear and begin artificial ventilation if necessary. Bad cuts: Apply pressure on or as close to the cut as possible, using fingers or a pad of cloth. Leave any embedded large bodies and press round them. Lower the casualty to the floor and raise the wound as high as possible. Protect yourself from contamination by blood. Wait for emergency help. Use blood spill cleanup procedure outlined in spill kit. Asthma attacks: Ensure that the pupil has immediate access to his or her medication and permit him or her to carry out the appropriate steps in using it.
16
GENERAL FIRE SAFETY The departmental code of practice is in line with the WHS school fire safety policy. Teachers must raise alarm and evacuate students.
17
INSPECTIONS AND AUDITS The HOF and Laboratory Manager will ensure that all safe working practices and procedures are adhered to, and that all relevant statutory requirements are complied with, by making arrangements for regular inspections and audits of the laboratories, their equipment, chemicals and working practices to be carried out. Any necessary remedial action highlighted by such audits and inspections, shall be documented and put into effect as a matter of course.
18
TRAINING Section 2.4 of Code of Practice for School Exempt Laboratories outlines the skill and knowledge requirements for persons in charge of Laboratories and states that persons need to be authorized. To become such, all staff (including relievers) will undergo the Teacher Health and Safety Induction Procedure before their first class. Page 35 of 43
The Laboratory Manager will monitor staff performance with relation to the departmental safety policy and make recommendations as to any additional or ongoing training needs within the department to HOF. He/she will ensure that all relevant staff receive suitable training with respect to any new equipment, machinery or procedures brought into the department and ensure that they are aware of current best practice and any official guidance or codes of practice etc., relevant to their work.
19
RATIFICATION
Approved by the Board
Signed Chairperson: ___________________
Signed Principal :
___________________
Date: ________
Date : ________
Page 36 of 43
Page 37 of 43
Page 38 of 43
Page 39 of 43
Page 40 of 43
Page 41 of 43
Page 42 of 43
Page 43 of 43
